Urban and rural sites were selected for the field test based on the following criteria. They typically have (1) a more diverse student population and (2) fewer resources than the more affluent suburban school districts. The two selected urban sites are members of the NCRVE Urban Schools Network of large urban schools districts working to reform their education system. A small, rural school in Arkansas was selected as the rural site.
The schools selected share some commonalities, yet, are distinctly different. Each of the programs has energetic leaders who possess a vision for the future; each has ongoing school improvement programs; all focus on student needs; and all serve a diverse student population. These programs also have staff who actively set about finding ways to overcome barriers to student success.
The urban sites were visited by team members Carolyn Maddy-Bernstein, director of the NCRVE Office of Student Services and Linda B. Auman, director of guidance and counseling and vocational coordinator in Springdale School District, Springdale, Arkansas. Maddy-Bernstein has worked many years in public schools, including nine years as a counselor, and holds a doctorate of education in counselor education with an emphasis on career guidance and counseling. Auman has a master's in guidance and counseling with an emphasis on career development. She also has many years of experience in guidance and counseling in public schools.
During the school year 1994-1995, Maddy-Bernstein visited Springdale High School where Linda Auman is career guidance coordinator and vocational coordinator. Auman thoroughly reviewed the NCRVE preliminary framework and compared all aspects of the Springdale High School's guidance and counseling program to the components of the framework. Auman also served as an NCRVE consultant, joining Maddy-Bernstein on site visits to Oklahoma City's Metro Tech and Omaha, Nebraska's Bryan High School. The latter two visits took place in the fall of 1994.
Prior to the site visits, NCRVE staff consulted with site personnel extensively to ensure programs were appropriate for comparison to the framework. While on-site, the two team members interviewed staff members; made tours of the facilities; and talked with teachers, students, administrators, and counselors. Each visit lasted for a day.
Springdale High School (SHS) in Springdale, Arkansas is a public secondary school serving diverse groups of students in grades 10-12. Its mission is to provide challenging opportunities for EVERY student in a positive environment. To achieve this end, Springdale High School is heavily involved in the Tech Prep movement, School-to-Work Transition (youth apprenticeship), and is one of the 19 Southern Regional Educational Board (SREB) work-based learning grant sites. It has also been selected as a High Schools That Work site. The High Schools That Work initiative is based on the belief that students in general and vocational programs of studies can master complex academic and technical concepts and skills if schools create an environment that encourages students to make the effort to succeed. The two major goals of the program are to (1) increase mathematics, science, and communication achievement of students in general and vocational studies to the national average of all students by the year 2000; and (2) combine the basic content of traditional college preparatory English, mathematics, and science courses with vocational studies in grades 9-12.
The SHS's strong comprehensive guidance program is the key to the success of these initiatives. In order to achieve their goal "to prepare all students for the choices and challenges of the 21st century," the SHS guidance program has successfully moved from the traditional "available upon demand" model to a competency-based model. Through the latter model, the desired competencies for graduating students are identified and matched with programs and activities implemented through the guidance program. Counseling personnel collaborate with the administration and faculty to plan and implement the program. Linda Auman, who serves as both guidance coordinator and vocational coordinator, provides leadership for the comprehensive developmental career guidance program in Springdale High School. Ms. Auman and the four credentialed school counselors who make up the guidance staff have established a model program. Indeed, both the vocational program and the guidance program are recognized as exemplary programs in Arkansas. Career guidance professionals and educators come often to observe this unique career guidance program in action.
SHS school counselors and personnel face the challenge of responding to the needs of a diverse student population. Springdale, Arkansas is located in a rural area with a very low unemployment rate (3%). While there is an abundance of jobs, many are entry-level and/or low paying. The majority of these jobs are in the poultry industry. A large segment of the SHS student population are from rural, economically disadvantaged families. Many are children of migrant farm workers and have limited-English proficiency. Too often, their parents do not have the information or skills to help them make informed career, occupational, or educational decisions.
The Career Development Program Components
The components of the SHS guidance program were compared to the three clusters of components described in the framework for identifying exemplary career guidance and counseling programs (see pages 11-12). The strengths of the guidance program at Springdale High School were validated by the presence of program components that research shows successful programs possess.
Career Guidance and Counseling Program
The career guidance and counseling program of Springdale High School is part of a total team effort within the school to help their 1,600 students prepare for the world of work or further education. A teacher advisor system, based on a "Career Action Plan" (CAP), makes it possible to respond to the career guidance needs of this large number of students. The CAP serves as a guide to assist students and their parents to explore educational and occupational possibilities by using extensive information about the students. Teacher advisors, trained by the counselors, meet monthly with approximately 20 students. The junior high school teachers work with students during their eighth and ninth grade, while senior high school teachers advise them during their tenth through twelfth grades. Teacher advisors meet with students for a minimum of one hour each month. The advisor also meets annually with each student and her/his parent to plan for the following year. Counselors assist advisors throughout this program by providing inservice, offering information and strategies for the meetings, and providing materials. Curriculum units on video with accompanying handouts help the advisors give consistent information to students. The videos were prepared by counselors and are tailored to the educational/employment needs of Northwest Arkansas.
The following is an overview of the students' career guidance and counseling program by grade:
Eighth Grade
Springdale students receive intensive career guidance beginning in grade eight, when they take a one-semester course called Career Orientation (CO). During the course, their learning styles, career interests, and aptitudes are assessed. Information gathered from these assessments is used during the initial CAP conferences, and reviewed and updated in succeeding CAP conferences in grades 9-12. During the CO classes, eighth graders begin building their career portfolio which includes scores on standardized tests, learning styles, career interests, as well as previous grades. At this stage, students get a better grasp of their career aspirations by understanding and analyzing their individual strengths and weaknesses. The first CAP conference occurs in the spring of eighth grade when parents, the student, and a trained teacher advisor review career plans and programs of study.
Ninth Grade
In the ninth grade, students participate in guidance activities that stress teamwork, use of leisure time, and conflict resolution. The Economic Education Program--the district's K-12 career education program which emphasizes K-7 career exploration--gives students the opportunity for job shadowing that increases their understanding of the relationship between work and learning. The second annual student/parent/advisor CAP conference takes place in the spring. Goals for the upcoming year are also set during this meeting.
Tenth Grade
When students come to the high school campus in the tenth grade, they are assigned peer helpers who--under the guidance of the high school counselors--help facilitate their transition from junior to senior high school. Students are also assigned their CAP teacher/advisor who meets with them each month for career review and planning. Teacher advisors use curriculum units (video and worksheets) designed by area counselors to provide accurate planning information. Students begin choosing a "major" and developing a program of study, which includes the selection of courses for grades 11-16. The Choices computerized interest inventory, with follow-up and education information, is administered to all tenth graders. The information is used during the annual parent/student CAP conference in formalizing a program of study and sequence of classes.
Eleventh Grade
Juniors continue to meet monthly with teacher advisors and receive career planning information. They are given opportunities for work-based learning, community service, and job shadowing. The ASSET by ACT, a college placement test used by community colleges and technical institutes, is administered to all juniors in the spring. Those who show deficiencies which require remedial courses in college are encouraged to take an acceleration course during their senior years. Students may then retake the ASSET and use the improved score for placement. Business representatives and counselors collaborate in developing a school-to-work conference where students attend a general session and then choose "break-out" sessions led by teams of teachers and business partners. Junior students also have the option to take the Armed Services Vocational Aptitude Battery (ASVAB). During the annual CAP conference, students and parents work with a teacher advisor to plan the senior year and the transition from school to work or to more education.
Twelfth Grade
Seniors also meet with their teacher advisors monthly to update career portfolios. Community service is encouraged by giving elective credit options. In addition, students learn the importance of volunteerism in the community. Students use sophisticated software in the Media Center and the Career Center to explore career opportunities and colleges. Representatives from the military, postsecondary institutions, and the community are available to meet with seniors in the Career Center on a regular basis. Students are given maximum assistance in applying for work, college, financial aid, and scholarships. The College View program located in the Career Center allows students to electronically apply to many colleges and universities. An annual event that juniors and seniors look forward to attending is the College Fair at SHS where they meet admission personnel from the military and over 60 colleges. Additionally, they learn of job opportunities in Northwest Arkansas by participating in the Career Fair hosted by the Chamber of Commerce.
Grade Improvement Program
All sophomore SHS students who are at-risk of failing (those with multiple Ds and Fs) take part in the grade improvement program (GIP). Through the GIP, students participate in workshops focusing on goal setting, study skills, assertiveness, time management, self-advocacy, and "school survival." The GIP is conducted by school counselors who meet weekly with students in groups of 6-8 to teach them study skills and provide them with the needed support for behavior change. The program is an excellent means of providing group counseling as 150 to 200 students meet weekly with counselors in small group settings.
Career Center
SHS students frequently take advantage of the Career Center housed in the SHS Guidance Department. This state-of-the art facility, which is open to students and parents any time of the day, contains the most current technology in educational and occupational exploration. Counselors and trained student aides are on hand to help students and/or parents maximize the information available at the Career Center. At the beginning of each year, students receive orientation on the wide range of information and technology available in the Center. In addition, teachers often bring classes to the Center to conduct career research.
Collaboration, Articulation, and Communication
Over the years, SHS personnel have learned that by working together they can "do a whole lot more a whole lot better." Counselors, teachers, and the administrators are committed to assisting their students in achieving a successful life. The career guidance and counseling program works because of the solid working relationship that exists among the school staff. Counselors work closely with Northwest Arkansas Community College and Northwest Technical Institute to facilitate the movement of students to postsecondary education.
In January 1995, Auman and career counselor Jan Struehing began co-teaching a one semester class entitled "Educators in Industry." Twenty district teachers receive staff development credits for the class which meets weekly. Local business or industry representatives help make education more relevant to the workplace by meeting with the class participants each week.
Parental support is essential in making a student's program of study relevant to his or her career goals. Parents participate in each step of their student's career planning and attend CAP conferences each spring. This program has completed its third year with extremely positive feedback from parents. It is clear that parents who would have otherwise opted to be uninvolved participate in these annual career conferences.
Institutional Support, Leadership, and Program Evaluation
Administrative support for the career guidance and counseling program at SHS is visible. Increased professional development activities and improved facilities exemplify the administrative leadership that career guidance and counselors at SHS receive.
The guidance program is housed in an impressive facility that includes a large reception area, a full-time registrar's office, five large counselor offices, a centrally located Career Center, a classroom that seats 40, a room for small group activities, a large conference room, and men's and women's restrooms. The Career Center is equipped with the latest technology including twelve computers, e-mail capability, and a sophisticated phone system.
The involvement of SHS in the High Schools That Work initiative has helped administrators of Springdale Public Schools realize the importance of an effective guidance program. To strengthen the different components of the career guidance and counseling program at SHS, professional development activities have been planned. Counselors regularly attend various workshops to improve their skills on career counseling, group counseling, individual counseling, and assessment. Counselors have initiated model programs for student improvement including the Grade Improvement Program and Renaissance Program. As a result, student performance has improved significantly. Other student-oriented programs initiated by this innovative team of counselors include Peer Helpers, Elementary Tutors, and opportunities for students to receive school credit for community service. Additionally, school counselors assist students in the school's Learning Center/Night School, an alternative education program designed to prevent and reclaim dropouts of all ages.
Part of the re-education of school personnel at SHS is a team effort to change the traditional role that counselors play. In return, the guidance staff have made themselves available to school staff by conducting the following inservice activities:
The commitment of key players (i.e., counselors, teachers, parents, administration, business and industry, and students) to improve the guidance program at SHS accounts for the success of the program to (1) expose students and parents to different educational and occupational opportunities, (2) respond to the counseling needs of a diverse group of students, and (3) assist students to successfully transition from school to work and/or postsecondary education. Action-oriented as they are, the SHS personnel continue to make things happen for their high school students.
For more information about the SHS guidance program, contact
Linda Auman
Counselor Coordinator/Vocational Coordinator
Springdale Public Schools
1103 W. Emma Street
Springdale, AR 72764
Phone: (501) 750-8883
Fax: (501) 750-8811
Email: Linda Auman
While the NCRVE team focused on the Metro Tech's career guidance and counseling program during the site visit, the program really defies conventional review. The school is integrated so well into the area that the team found it difficult to separate Metro Tech's career guidance and counseling program and other programs from the city's high schools and middle schools as well as the business community. Students attend specific skill classes on the five campuses that make up Metro Tech, but most of their programs are intertwined with area schools, businesses, service groups, and organizations.
Oklahoma City covers a very large geographic area and has a diverse student population, 56% of whom are members of a minority group. The city is faced with the same problems (e.g., large numbers of economically deprived students, gangs) that plague many urban areas today.
In 1991, a consortium of Oklahoma City schools initiated Project SOAR (Success Opportunities through Articulated Resources) to plan and implement an articulated academic and vocational education program for area students. Project SOAR includes career education and preparation components with leadership and commitment from all the consortium members. The consortium that includes Crooked Oak Public Schools, Millwood Public Schools, Oklahoma City Public Schools, Metro Area Vocational-Technical Schools, Oklahoma State University-Oklahoma City, University of Central Oklahoma, Oklahoma City Community College, and Oklahoma State University-Stillwater participate in the NCRVE Urban Schools Network. As one of the high schools in the Oklahoma City Public Schools, Metro Tech has benefited from the services and resources available through the consortium. Ken Groth was the coordinator of Project SOAR.
The Career Development Program Components
The various elements of the Metro Tech's career development program were compared to the program components of the framework for identifying exemplary career guidance and counseling programs. These components include (1) Career Guidance and Counseling Program; (2) Collaboration, Articulation, and Communication; and (3) Institutional Support, Leadership, and Program Evaluation.
Career Guidance and Counseling Program
The Oklahoma City schools career guidance and counseling program follows guidelines issued by the Oklahoma Department of Vocational and Technical Education, adapted from the National Career Development Guidelines (NOICC, 1989). The state has made an extensive effort to support comprehensive, well-integrated career guidance and counseling programs that are preventive in nature and based on a strong career development curriculum. Local guidance and counseling programs are provided with excellent materials, technical assistance, and a wide array of staff development opportunities, including monthly counselor meetings among consortium counselors.
The Metro Tech/Oklahoma City Career Development Model has three parts: (1) awareness, (2) assessment, and (3) planning. Each part has a curriculum that is integrated into school programs. (Appendix A contains a graph of this model.)
Through this career development model, students from Metro Tech enjoy extensive career guidance and counseling that helps prepare them for the world of work or further education.
All Oklahoma City eighth grade students must complete a six-year plan of study that includes a coherent sequence of courses that leads to a career major. The plan includes career planning, college, and financial aid planning.
Each of Oklahoma City's eleven middle schools and twelve high schools has a Career Resource Center (CRC) to serve every student in the school as well as many adults in the community. The CRCs, which are funded collaboratively through the Project SOAR, Metro Tech, and the vocational-technical education program, serve as a hub, not only for dispensing information, but for the school's career development curriculum. They are located in the school's library and overseen by a full-time coordinator and several volunteers. Students, counselors, and teachers routinely use the computers and other resources of the CRCs. The centers are busy places where many activities occur simultaneously. They contain a number of computers with career development software programs as well as print and audiovisual materials. Activities targeting the community are scheduled during evenings.
The NCRVE team also visited the Northwest Classen High School Career Resource Center (CRC). Theresa Wilson, CRC coordinator and a vocational education specialist, is an energetic, creative individual who is credentialed for all grade levels and adults/community college. Under her direction, the NCHS CRC is a productive place. CRC files a portfolio on both disk and hard copy for every student. The portfolio is assembled by the student with guidance from counselors, teachers, and CRC staff. When completed, it contains extensive student information, including assessment data, coursework, successes, honors, a résumé, and a career plan. Students actually earn one credit in the CRC by completing a comprehensive career development curriculum that includes making a video interview, learning the "Top Jobs in the 2000s," "dressing for success," and completing a four-year education plan.
The CRC is easily accessible and strives to serve every student in the school. One of CRC's student aides is a physically challenged student who was born without arms or legs. He constantly zips around the CRC in his wheel chair, answering questions and assisting students who request his help. LEP students have translators and materials in their first language.
Students who are job seeking are assisted by the CRC's Placement Referral Service. Employers notify the CRC of openings which are then posted on the computer. Students who need appropriate clothing for the interview visit the "Dress for Success Closet" where they choose from a wide array of new clothes that have been donated by area businesses. If they get the job, they may keep the suit or dress.
Metro Tech continually endeavors to meet the needs of its diverse student population. Funds are targeted for support services, including translators, interpreters, transportation for people with disabilities, special software, mentoring programs, advisement programs, and accommodations as determined on an individual basis.
Collaboration, Articulation, and Communication
Faculty and staff are very involved in the career development program. Teams of teachers visit business and industry on a regular basis; librarians and media specialists work with CRC staff to promote programs, order information, and collaborate on a daily basis; vocational teachers serve as student advisors to assist students with career information and enrollment; teachers work with CRC staff and counselors to integrate career activities into their curriculum; student aides work in the career centers; and teachers assist students with job placement.
Parents serve on many Metro Tech advisory committees, visit the programs on a regular basis, and play an active part in developing students' six-year plans of study. All students are involved in each phase of the career development program and 256 students even participated in a summer school program entitled "Career Exploration and Preparation" in 1994.
Metro Tech's programs are so interrelated that it is difficult to separate its programs from the city's high schools and middle schools as well as the business community, service groups, and organizations. There are a number of advisory teams, alliances, and programs that involve community representatives, including mentoring, guest speakers, shadowing, field trips, and career days.
Institutional Support, Leadership, and Program Evaluation:
The team quickly learned that Metro Tech staff are committed to assisting students. Their programs have solid financial backing, strong institutional support and leadership, and good facilities. The staff are well-qualified, credentialed individuals who have been carefully selected. Comprehensive, ongoing evaluation, which includes follow-up of all former students, is the key to program improvement. There is an extensive professional development program to enhance staff performance.
For additional information about the Metro Tech career guidance and counseling program, contact:
Dr. Danene Vincent
Director of Instructional and Career Services
1900 Springlake Drive
Oklahoma City, OK 73111
Phone: (405) 424-8324 ext. 461
FAX: (405) 424-7815
The Career Development Program Components
During the NCRVE team's visit to BHS, Maddy-Bernstein and Auman found a school in transition and committed to change. They observed the following components of the career guidance program.
Career Guidance and Counseling Program
The guidance program at BHS uses an outcome-based curriculum consisting of well-organized goals and outcomes. Counseling staff, curriculum developers, and other teachers put together this curriculum that is reflective of the school's as well as the district's commitment to quality education. This curriculum has helped create a smooth student transition from various levels of education (from elementary to junior high school, from junior high to high school, and from high school to further education and work), which includes the use of the four-year planning folder/portfolio.
Student portfolios contain career goals and educational plans and scores on interest inventories, aptitude tests, and learning styles assessments. Counselors work with teachers, business and industry representatives, and parents to guide students in building their portfolios.
In 1992-1993, BHS initiated an advisement program to provide students with guidance and an opportunity to communicate their educational and career concerns. Every staff person (including the principal) was assigned an advisory group designed to foster a personal relationship between staff and students. Sixteen randomly selected students (four from each grades 9-12) were assigned an advisor. The groups met every school day for 13 minutes to discuss academic, social, and personal issues. The program has been popular with both students and advisors as indicated by the following end-of-year evaluation results by advisors, parents, and students/advisees:
Eighty-one percent (81%) of the staff, eight-two percent (82%) of the parents/guardians, and seventy-five percent (75%) of the students rated the advisement program as good or very good.
Implementing a comprehensive career development program has not been without problems. For one, BHS counselors realize that adequate time is needed to implement and later institutionalize the program. In addition, implementation of the curriculum is hindered by excessive nonguidance-related assignments (e.g., hall duty, bus duty, supervision). Efforts are being carried out to make assigned duties directly related to the guidance curriculum. Nevertheless, counselors remain resolved to overcome these barriers. The recent restructuring at BHS has given the guidance program a big boost.
BHS's plan to restructure their program clearly outlines how the school will meet the needs of every student. Beginning with the advisement program, BHS is also in the process of building a special support system for ninth graders. The staff's curriculum design and instructional strategies are sensitive to multicultural issues and take into account the varying learning styles of students. Furthermore, student work experiences will be coordinated with the learning process. Indeed, the school is moving toward a community and family center concept with extended hours of operation and services.
Collaboration, Articulation, and Communication
The guidance program has the support of parents, community members, administrators, teachers, and students who recognize the importance of a quality guidance and counseling program. Parents are invited and encouraged to attend postsecondary planning nights, financial aid workshops, and parent-teacher conferences. They also participate in guidance and counseling sessions involving their children. An advisory committee, which includes parents, helps assess and recommend the future direction of the guidance program.
The program has created a supportive relationship between teachers and students, as well as between teachers and counselors. Counselors consult with teachers and other school support personnel on a regular basis to improve services for students. Hence, the increased awareness of students' needs by school personnel is noteworthy.
Institutional Support, Leadership, and Program Evaluation
The Omaha Public School District administration has supported BHS's restructuring activities by allocating local and federal funds to provide teachers' release time, preparation time, and staff development; to upgrade the guidance facilities; and to pay consultants to assist the staff. The district has also continued to fund the Guidance Information System (GIS), which is an extension of career and college exploration facilitated by elementary and junior high school programs. Additionally, money has been allocated to begin the purchase of computers for use in guidance offices/departments.
During 1992-1993, BHS, with the rest of Omaha's elementary and secondary schools, completed an evaluation of their guidance and counseling program. The school's graduates, current students, and their parents completed questionnaires about the program. Results of this evaluation and that of the "Careers 2000" project were used in improving the BHS guidance program.
While the guidance program has improved, the BHS counselors and staff recognize the need to (1) make better use of the job placement center for student internships, (2) enhance the career development program, and (3) ensure use of the career planning folder/portfolio. At the same time, other school assistance programs and student services should continue complementing the BHS guidance program.
Teamwork at BHS spells success for students. There is much to be done in delivering a more effective, comprehensive career development program, but BHS has taken up the challenge.
For more information about the Bryan High School guidance program, contact:
Tom O'Hara
Site Coordinator, Careers 2000
Bryan Senior High School
4700 Giles Road
Omaha, NE 68157
Phone: (402) 557-3100
FAX: (402) 557-3139
E-mail: Tom O'Hara
| Components | Springdale High School | Metro Tech | Bryan High School |
| Career Guidance and Counseling Program Plan | Developed an advisor system called "Career Action Plan"
|
Adapted the National Career Development Guidelines Uses a three-phase career development program model:
| Uses an outcome-based curriculum Students create a four-year planning portfolio Initiated an advisement program designed to have students and advisors meet on a regular basis Counseling and referral services available every week after regular school hours |
| Collaboration, Articulation, and Communication | Parental involvement in transition planning for 12th graders CAP includes a final conference with parents and students | Teams of teachers visit business and industry Librarians and media specialist work collaboratively with CRC staff Parents serve on advisory committees | Parents, community, administrators, and teachers show strong support for the guidance program Parents actively participate in planning nights, financial and workshops, and parent-teacher conferences |
| Institutional Support, Leadership, and Program Evaluation | Built a state-of-the-art Career Center Increased professional development activities for counselors School counselors conduct inservice activities for other school faculty and staff | Good financial backing Improved guidance and counseling facilities Ongoing evaluation, including follow-up of all former students | Omaha Public School District allocates local and federal funds to provide teachers' release time and preparation time; to upgrade guidance facilities; and to pay consultants to assist staff Conducted an evaluation of the guidance and counseling program in 1992-1993 |